The tone in which the report was presented seemed condemning and hostile, as some people found it to be. Many of us find it unfair that the entire failure and low test scores are blamed on teacher performance. We recognize that many other factors have contributed to such as low funding and budget cuts, as well as the vouchers for private schools. Without the proper funding for public education, it’s hard to have the resources to compete and excel. I think it’s safe to say that we are glad that legislative accountability and expectations have been put into effect to try and better public education and compete with global powers, but a lot of us see them as unrealistic expectations and more hindering to the students rather than helpful. They are just pushed through the system like cattle. We recognize that public support is a must for education, and also that the education system is constantly changing, for better or for worse. I noticed a lot of us want to fix it and change it, but we don’t know how that would satisfy the teachers, the public, and the politicians.
Ethan Guthrie Herrell
At the end of the report, “Nation at Risk” specifically commends the teachers that continue to work in schools despite all the shenanigans we put them through. In essence, the report is blaming government officials and the public for failure in schools. It was a report aimed at those two groups: Ironically, it was exactly these groups that then participated in the cottage industry of making reports about how public schools are failing. Now, I don’t support the reports essentially Cold War motives: if we were to do everything it recommended, our schools would be training grounds for the military-industrial complex that is manipulating our government, with disastrous consequences. More ironic too, is that only one teacher was on the panel, and he teaches in private Jewish schools, not public schools.
Megan Millette
Nation at Risk was put into order due to low test scores and a decline in students’ performances in educational scenarios. This brought to light the many flaws present in the educational system. The two articles force us to look more closely at the problems faced in the education system today; however, I am not sure if I fully agree with what is being said. There is certainly a need to fix certain aspects of education, yet there are also sections of it that are continuing to progress. Though I see the need to progress and fix these problems presented in education, how does one decide how to do so? It is difficult to find a way in which to state how to fix the system when there is always going to be contradicting opinions like the ones presented in this article. It leaves the readers confused to whether or not this movement is beneficial or not. It also leaves the reader infuriated thinking that the educational system has failed. As teachers, we need to be open to seeing when kids are struggling, so that we do not let them fall behind. After reading these articles, I have come to the realization that students are performing at such a low level because they are being pushed through the system even though they are not ready to be moving forward due to some of the laws in place. As a future educator, I want to work with my students individually to help them achieve all they can while also remembering that I must educate all students to reach their learning goals.
Lauren Breton
In the “Nation at Risk” article, the language that was used was very intense. Although I didn’t expect it to be relaxed about the issues facing education, but I was surprised by how strong of language was used in the article. In this article, they even referenced the poor education performance and mentioned how if another nation imposed this poor of performance on students, it would be considered an act of war. That phrase gives the entire piece a confrontational tone, making it seem as though the American people need to start a war on education. I was also taken aback by all of the statistics provided. The idea of 23 million Americans being functionally illiterate was completely overwhelming and terrifying. The idea that anyone could reach adulthood without being able to read and/or write is completely terrifying to me, let alone the fact that 23 million Americans were existing this way.
That being said, I think that if I was teaching when this report came out, my feelings would really be hurt. Although the report brings to light some serious problems with the educational system, I think that it is essentially detailing all of the ways in which the educators have failed, rather than the educational system. I feel as though the “Nation at Risk” report had a similar public response to No Child Left Behind, in which they have placed the blame on educators, rather than the educational system. One thing that I did appreciate in the article, however, was that it mentioned all of the roles that educators play for students and how that affects students’ education.
Dan Kiley
While reading this article, I find myself in complete agreement with what it expressed as a concern for our nation. It is sad to think that our Nation, which was a giant super power in the world, has a very poor educational system and rankings. Not only that, but people do not seem to see the importance of being an educated individual. It was shocking to see how many adults in the United States were illiterate, which is really concerning. My own concern is that our Nation does not seem to have a unity about what is really important for a functioning nation and community, especially when it’s based on competition. It’s hard to have students express their creativity when it goes against standardized testing. We get so caught up in the business end of education that we seem to forget what’s really important. To me, the issue should be centered on the intellect and moral aspect that are presented in this article. Morality and intrapersonal issue are not simply black and white, but many shades of gray that people need to figure out from themselves. But I do believe there are universal rights and decencies that people must uphold always, and education needs to model those. We focus a lot on the content that we lose sight of the individual and what’s important. I know it’s not easy (and sometimes frowned upon) to set good examples, but the shape in which our country is looking and the problems discussed, something needs to give. Also important to note that job opportunities demanding schooling, whether it's a vocational program or at a university.
Kevin Lind
The ideas published in Nation at Risk all suggest a failure of our education system; however, much of what it says can be seen as bigger issues than simple education blunders. For example, the writers of this document cite the fact that 23 million adults in America were illiterate. I understand how this statistic can cause people to view the education system as failing, but I know that many people, myself included, mainly learned how to read from parents. This could easily just be a reflection of the times, since most parents were more concerned for their children to find work.
However, I do believe that the article is correct in saying that public support for education is necessary for success. For the most part, it seems like a lot of people are against the cuts to publicly funded education. Despite this support from the general public, it seems like most of our legislators are ignoring us. Groups like the NEA are consistently trying to prevent these budget cuts.
USA Today’s follow-up article makes a key point of highlighting what could have been the result of Nation at Risk. Instead of improving education, Reagan made moves that hurt it. For example, cutting education spending and advocating private school vouchers made the situation worse. Both of these moves were intended motivate teachers to create a better education in our country. Instead, teachers lost funding that could have helped them be more effective, while the private school vouchers provided reasons for parents to give up on public education.
Rachel Joiner I found both of these articles to be very interesting, and I thought it was fascinating to read the original, and then the follow up article twenty-five years later. When the original “Nation at Risk” article mentioned a mediocre educational system, I could not help but think that this was still a threat to today’s society. I think that we still are facing problems in our educational system very much so as we were back then. I do not think it is as much as a political problem or fear as it was used originally, but I think it is still a huge problem that we need to face as a nation. I loved the line in the original article, when it says that learning is an investment. I think this is completely true, and something we should realize today. Learning is something important, and something that is worth investing in, but many people do not realize it today. If we invested more time and money into education, then things may change. I also agreed with the statement that education is vital for a free democratic society. As a social studies teacher, this is something I am passionate about, and think is vital to the continuation of our society. Having uneducated voters and citizens will destroy our country. Following the reading of the original article, I felt that no one seems to be dedicated to the ideals stated in today’s world as they once were. I found the follow up article to be interesting, and very helpful. I was shocked to read how much funding had increased in the years following the release of the article. It seems crazy that one article could have so much influence on education, and from this standpoint, it seems as if the article was a success. I also found it fascinating when the article described the backlash of then, had turned into praise now. Some people had mentioned that looking back now this was helpful and made a difference, whereas before they were against it.
Cheyenne
Nation at Risk, published in 1983, seemed to be a quite harsh publication with the educational system as the main target. It talked as if the educational system, as a whole, was completely inadequate; saying that “educational institutions seem to have lost sight of the basic purposes of schooling.” It also gave key points as to how this was apparent, such as decreased test scores and an increase in functional illiteracy. The reason as to why this is happening was made clear, unsatisfactory teacher performance. Greg Toppo’s article, ‘Nation at Risk’: The best or worst thing for education, referred to the original document as a “true Cold War document.” Toppo’s article lays out the question of whether or not “Nation at Risk” truly did help our educational system or if it hindered it. At one point the document was said to be an “overstatement of the problem, and it led to sort of hysterical responses,” yet earlier it was said that if “Nation at Risk” was seen as something that hurt education then one would be ignoring “what could have been.” As for me, I think definite changes do need to be made to our educational system, starting with standardized testing. I don’t give a fig for standardized tests, I find them to be practically useless, only a small percentage of students actually feel confident while taking them and I think that shows. I also believe that teachers do need to change a little, but mostly when it comes to catering to the needs of each student, individually, not as a class.
Kalib Moore
As a social studies concentration, after reading both "Nation at Risk" and the follow-up article "'Nation at Risk': 25 Years Later" I took the time to think about the history of education, and what periods of history in which education was viewed as a priority and key essential to success in the US. There is no doubt in my mind that the educational outburst of the 1980's and during the Cold War was a rude awakening to many Americans. It was an opportunity for an educator to use clear, bold statistics that proved the education systems in the United States were being put on the backburner and foreign countries were continuing to rise in terms of education. With foreign countries beginning to compete with the US in areas such as production and science, it put us at a risk of following behind in global standing in education, but also economics, business, and world-trade. This was the moment when Americans realized that having a strong-educational background could lead to better success than just simply having hands-on skills with little education to show for it.
As a future teacher I need to be aware that the priority of education will continually change as our country changes. Specifically in Maine, a lot of reforms of education are taking place in both positive and negative directions. Unfortunately, our government still does not put nearly as much emphasis on education as other areas, but we, as teachers need to stand up for it. We need to show our country how important education is in global terms.
Johnny B.
A Nation at Risk is a brief document for the profound amount of information that it details. I remember thinking that this little document had so much to say the first time I read it. A Nation at Risk was infamous at that point. Infamous, not in that it had negative connotations surrounding its fame, but infamous in the way that America has trouble recognizing its problems and systematically tries to avoid any responsibility for the problems.
I cannot attest to the world of education during the 1980s. My father had completed a mediocre education only interested in baseball and farming. My mother was a stellar student who was always in gifted and talented programs and jumping ahead grades due to my grandfather’s teaching and strict role as parent and principal at her schools. The facts A Nation at Risk present are startling. That 23 million American adults were functionally illiterate and that thirteen percent of seventeen year olds were functionally illiterate (with the possibility that 40% of youth were functionally illiterate) stand outs in particular to me as a travesty and a danger to society. As a future English teacher and someone who loves reading and writing and believes in the power of literacy, functional illiteracy is a cog in the move towards greater equity.
Yes, the document is a wonderful cultural study in regards to the Cold War and the beginnings of modern globalization; however, the most important aspect of A Nation at Risk is that the nation responded to the risk. Albeit, the reauthorization of the Elementary and Secondary Education Act during the nineties and again in the dawn of the new millennium with No Child Left Behind chased America into a standards-based assessment performance craze, however, education policy and reform has demanded more and more of students and teachers. At times the demands and expectations have been unrealistic, but at least we have moved beyond the risk of mediocrity of bell-curve and below centered education.
Higher expectations are only the beginning of positive education policy reform. Creating a more equal society through high-quality, research-based, student-centered education will change the world and meet the demands of the future. Acknowledging A Nation at Risk, may just have been the most dramatic moment of education policy reform in the twentieth century because it acknowledged America’s goal for education and what the reality was. Most of all it aligned America to what its goal was.
Christina L Quach
Greg Toppo in his article, “'Nation at Risk': The best thing or the worst thing for education?”, wrote, “Twenty-five years ago this week, Americans awoke to a forceful little report that, depending on your point of view, either ruined public education or saved it.” This is where I would like to focus my reflection. Choosing whether it has either ruined or saved public education is a very difficult decision to make so I will argue that it has done neither. Without A Nation at Risk I think the United States would still have realized that the education system would need a change in order for students to create better lives for themselves that would also help further American ideals. I cannot say how much time was saved by the introduction of A Nation at Risk, but as a country that is constantly looking ahead, something would have been done. Another important change Toppo discussed was No Child Left Behind. I think this has both saved and ruined public education depending on who you would talk to. There are schools, teachers, and students who are negatively affected by the reform, and on the other side of that there are some who are positively affected by it. The awareness that A Nation at Risk brought to the country was very important to making changes, but we have a lot further to go. Individualized and customizing lessons to the students within a class could help achieve the goals that No Child Left Behind is trying to accomplish. It could create excellence in education and the hope needed for the future. In this case the United States cannot continue to focus only on the goal. There needs to be a focus on great educations rather than test scores.
Tyler Oren
The first time I read over the Nation at Risk peace I found it unnecessarily hostile. I was considerably relieved when after I read the follow-up that reaffirmed my feelings. The indicators for risk to me, represented several risks themselves. From the start of this section success in school was immediately equated to an outdated one size fits all standard for achievement. Several of the bulleted points cited sinking standardized test scores as an impetus for the report’s ostensible crusade against educators.
The entirety of the report’s vitriol was pointedly directed at teachers. Nowhere are funds, budget cuts, parental involvement, anything resembling the subjective included. The Report even cites the post Sputnik educational climate as standardized testing ideal, but does not recognize the staggering amount of dollars redirected to public education as a result. Now that those dollars have trickled away suddenly the educators are to blame.
The follow up report practically dismisses the earlier report for being too pointed and hostile, and jaded by a Cold War perspective, claiming that the law every educator loves to hate, No Child Left Behind was the ultimate result. Likely the only good that came from the report was that it put a stop to talks about privatizing schools in America, the only foreseeable outcome of that of course being even greater emphasis placed on high-stakes standardized testing. ___
Jenn Chick
When reflecting back on many of the things stated in "Nation at Risk," I think most people would think that we are in a similar place. With the constant push of people telling teachers they aren't doing good enough, that scores are still too low and we don't compare well to other nations, things can seem pretty grim. What I appreciate about both of these articles, is that because people have been and continue to complain about what is happening in education, we are changing. There are always new programs being set in place, there are always new expectations of teachers and students. This is how we continue to grow. Regardless of whether or not some of the practices we use involve things that were tried decades before, we are constantly reflecting.
I also appreciated how these articles talk about the impact that one voice can have in changing education. This article "Nation at Risk" was something that helped prevent President Reagan from cutting funds to public education. Anyone who's been in a school recently can agree that federal funding makes our jobs easier, although there is constantly a need for more. I think regardless of what people see as negatives about "Nation at Risk," it's important to recognize that it did something, even if that was just peaking the nation's interest in the importance of education.
Mel Christensen
The original Nation at Risk report highlighted trends in declining performance in science in the years following the space race that have continued to today. Despite the improvements that have been made in the last 25 years, science education in the US is still shaky. More recently, there have been more initiatives to improve education in STEM and make US students more competitive in these fields compared to students in other nations. This harkens back to the Cold War mentality of “A Nation at Risk.” The biggest motivating factors today are economic development and competition between nations regarding who will be the next great technological innovator. The way we have continued to educate students in science has not adapted to foster innovative thinking. Much of science education is focused on the recall of details and processes that often do not hold a greater significance to students. If the US wants to improve the science scores of students in the nation it will require teachers to develop curriculums that make science more relevant and exciting to students and give them opportunities to play with the concepts. Students need the content to be supported by first hand experiences and develop understanding through inquiry rather than lecture. This kind of learning will enable our students to understand the content and have the practical skills to apply it, which is what is needed in STEM careers. What “Nation at Risk” and the 25 year follow-up show is that our inability to change our teaching methods and strategies significantly since the 60’s is resulting in declining scientific literacy.
Kaitlyn Bukauskas
"A Nation at Risk" was an article written to call attention to the school systems of the United States. The author feared that other countries were watching and exceeding the educational attainments that were available in America and feared this was more dangerous than watching other countries thrive financially or in materialistic (opportunities booming in the trade market) ways. The author believed the country needed to reform the educational system to restore quality educational opportunities to students. He believed a big part of the problem was that focus and money in the schools was being spent on solving personal, social, and political problems that were unable to be solved in the home or in the community. This brings up some mixed feelings as many educators would agree that the purpose of school is to help students become well-rounded individuals that are ready not only academically but prepared for life and challenges that arise both in and out of a classroom. The author called for public support to help education. The article "A Nation at Risk: 25 Years Later" debates whether "A Nation at Risk" had a positive or negative effect on American schools. The article caused a rise in our country that lead to several reforms and changes such as the No Child Left Behind Act. This article provides several quotes from educators who believe that the initial "A Nation at Risk" was worded too harshly and brought about hysterical responses that were not necessarily the best thing for our schools or students. Others believe the intense article was a form of wake up call that brought about higher standards and competent teachers.
Synthesis
The tone in which the report was presented seemed condemning and hostile, as some people found it to be. Many of us find it unfair that the entire failure and low test scores are blamed on teacher performance. We recognize that many other factors have contributed to such as low funding and budget cuts, as well as the vouchers for private schools. Without the proper funding for public education, it’s hard to have the resources to compete and excel. I think it’s safe to say that we are glad that legislative accountability and expectations have been put into effect to try and better public education and compete with global powers, but a lot of us see them as unrealistic expectations and more hindering to the students rather than helpful. They are just pushed through the system like cattle. We recognize that public support is a must for education, and also that the education system is constantly changing, for better or for worse. I noticed a lot of us want to fix it and change it, but we don’t know how that would satisfy the teachers, the public, and the politicians.Ethan Guthrie Herrell
At the end of the report, “Nation at Risk” specifically commends the teachers that continue to work in schools despite all the shenanigans we put them through. In essence, the report is blaming government officials and the public for failure in schools. It was a report aimed at those two groups: Ironically, it was exactly these groups that then participated in the cottage industry of making reports about how public schools are failing. Now, I don’t support the reports essentially Cold War motives: if we were to do everything it recommended, our schools would be training grounds for the military-industrial complex that is manipulating our government, with disastrous consequences. More ironic too, is that only one teacher was on the panel, and he teaches in private Jewish schools, not public schools.Megan Millette
Nation at Risk was put into order due to low test scores and a decline in students’ performances in educational scenarios. This brought to light the many flaws present in the educational system. The two articles force us to look more closely at the problems faced in the education system today; however, I am not sure if I fully agree with what is being said. There is certainly a need to fix certain aspects of education, yet there are also sections of it that are continuing to progress. Though I see the need to progress and fix these problems presented in education, how does one decide how to do so? It is difficult to find a way in which to state how to fix the system when there is always going to be contradicting opinions like the ones presented in this article. It leaves the readers confused to whether or not this movement is beneficial or not. It also leaves the reader infuriated thinking that the educational system has failed. As teachers, we need to be open to seeing when kids are struggling, so that we do not let them fall behind. After reading these articles, I have come to the realization that students are performing at such a low level because they are being pushed through the system even though they are not ready to be moving forward due to some of the laws in place. As a future educator, I want to work with my students individually to help them achieve all they can while also remembering that I must educate all students to reach their learning goals.Lauren Breton
In the “Nation at Risk” article, the language that was used was very intense. Although I didn’t expect it to be relaxed about the issues facing education, but I was surprised by how strong of language was used in the article. In this article, they even referenced the poor education performance and mentioned how if another nation imposed this poor of performance on students, it would be considered an act of war. That phrase gives the entire piece a confrontational tone, making it seem as though the American people need to start a war on education. I was also taken aback by all of the statistics provided. The idea of 23 million Americans being functionally illiterate was completely overwhelming and terrifying. The idea that anyone could reach adulthood without being able to read and/or write is completely terrifying to me, let alone the fact that 23 million Americans were existing this way.That being said, I think that if I was teaching when this report came out, my feelings would really be hurt. Although the report brings to light some serious problems with the educational system, I think that it is essentially detailing all of the ways in which the educators have failed, rather than the educational system. I feel as though the “Nation at Risk” report had a similar public response to No Child Left Behind, in which they have placed the blame on educators, rather than the educational system. One thing that I did appreciate in the article, however, was that it mentioned all of the roles that educators play for students and how that affects students’ education.
Dan Kiley
While reading this article, I find myself in complete agreement with what it expressed as a concern for our nation. It is sad to think that our Nation, which was a giant super power in the world, has a very poor educational system and rankings. Not only that, but people do not seem to see the importance of being an educated individual. It was shocking to see how many adults in the United States were illiterate, which is really concerning. My own concern is that our Nation does not seem to have a unity about what is really important for a functioning nation and community, especially when it’s based on competition. It’s hard to have students express their creativity when it goes against standardized testing. We get so caught up in the business end of education that we seem to forget what’s really important. To me, the issue should be centered on the intellect and moral aspect that are presented in this article. Morality and intrapersonal issue are not simply black and white, but many shades of gray that people need to figure out from themselves. But I do believe there are universal rights and decencies that people must uphold always, and education needs to model those. We focus a lot on the content that we lose sight of the individual and what’s important. I know it’s not easy (and sometimes frowned upon) to set good examples, but the shape in which our country is looking and the problems discussed, something needs to give. Also important to note that job opportunities demanding schooling, whether it's a vocational program or at a university.Kevin Lind
The ideas published in Nation at Risk all suggest a failure of our education system; however, much of what it says can be seen as bigger issues than simple education blunders. For example, the writers of this document cite the fact that 23 million adults in America were illiterate. I understand how this statistic can cause people to view the education system as failing, but I know that many people, myself included, mainly learned how to read from parents. This could easily just be a reflection of the times, since most parents were more concerned for their children to find work.
However, I do believe that the article is correct in saying that public support for education is necessary for success. For the most part, it seems like a lot of people are against the cuts to publicly funded education. Despite this support from the general public, it seems like most of our legislators are ignoring us. Groups like the NEA are consistently trying to prevent these budget cuts.
USA Today’s follow-up article makes a key point of highlighting what could have been the result of Nation at Risk. Instead of improving education, Reagan made moves that hurt it. For example, cutting education spending and advocating private school vouchers made the situation worse. Both of these moves were intended motivate teachers to create a better education in our country. Instead, teachers lost funding that could have helped them be more effective, while the private school vouchers provided reasons for parents to give up on public education.
Rachel Joiner
I found both of these articles to be very interesting, and I thought it was fascinating to read the original, and then the follow up article twenty-five years later. When the original “Nation at Risk” article mentioned a mediocre educational system, I could not help but think that this was still a threat to today’s society. I think that we still are facing problems in our educational system very much so as we were back then. I do not think it is as much as a political problem or fear as it was used originally, but I think it is still a huge problem that we need to face as a nation.
I loved the line in the original article, when it says that learning is an investment. I think this is completely true, and something we should realize today. Learning is something important, and something that is worth investing in, but many people do not realize it today. If we invested more time and money into education, then things may change. I also agreed with the statement that education is vital for a free democratic society. As a social studies teacher, this is something I am passionate about, and think is vital to the continuation of our society. Having uneducated voters and citizens will destroy our country. Following the reading of the original article, I felt that no one seems to be dedicated to the ideals stated in today’s world as they once were.
I found the follow up article to be interesting, and very helpful. I was shocked to read how much funding had increased in the years following the release of the article. It seems crazy that one article could have so much influence on education, and from this standpoint, it seems as if the article was a success. I also found it fascinating when the article described the backlash of then, had turned into praise now. Some people had mentioned that looking back now this was helpful and made a difference, whereas before they were against it.
Cheyenne
Nation at Risk, published in 1983, seemed to be a quite harsh publication with the educational system as the main target. It talked as if the educational system, as a whole, was completely inadequate; saying that “educational institutions seem to have lost sight of the basic purposes of schooling.” It also gave key points as to how this was apparent, such as decreased test scores and an increase in functional illiteracy. The reason as to why this is happening was made clear, unsatisfactory teacher performance. Greg Toppo’s article, ‘Nation at Risk’: The best or worst thing for education, referred to the original document as a “true Cold War document.” Toppo’s article lays out the question of whether or not “Nation at Risk” truly did help our educational system or if it hindered it. At one point the document was said to be an “overstatement of the problem, and it led to sort of hysterical responses,” yet earlier it was said that if “Nation at Risk” was seen as something that hurt education then one would be ignoring “what could have been.” As for me, I think definite changes do need to be made to our educational system, starting with standardized testing. I don’t give a fig for standardized tests, I find them to be practically useless, only a small percentage of students actually feel confident while taking them and I think that shows. I also believe that teachers do need to change a little, but mostly when it comes to catering to the needs of each student, individually, not as a class.Kalib Moore
As a social studies concentration, after reading both "Nation at Risk" and the follow-up article "'Nation at Risk': 25 Years Later" I took the time to think about the history of education, and what periods of history in which education was viewed as a priority and key essential to success in the US. There is no doubt in my mind that the educational outburst of the 1980's and during the Cold War was a rude awakening to many Americans. It was an opportunity for an educator to use clear, bold statistics that proved the education systems in the United States were being put on the backburner and foreign countries were continuing to rise in terms of education. With foreign countries beginning to compete with the US in areas such as production and science, it put us at a risk of following behind in global standing in education, but also economics, business, and world-trade. This was the moment when Americans realized that having a strong-educational background could lead to better success than just simply having hands-on skills with little education to show for it.
As a future teacher I need to be aware that the priority of education will continually change as our country changes. Specifically in Maine, a lot of reforms of education are taking place in both positive and negative directions. Unfortunately, our government still does not put nearly as much emphasis on education as other areas, but we, as teachers need to stand up for it. We need to show our country how important education is in global terms.
Johnny B.
A Nation at Risk is a brief document for the profound amount of information that it details. I remember thinking that this little document had so much to say the first time I read it. A Nation at Risk was infamous at that point. Infamous, not in that it had negative connotations surrounding its fame, but infamous in the way that America has trouble recognizing its problems and systematically tries to avoid any responsibility for the problems.
I cannot attest to the world of education during the 1980s. My father had completed a mediocre education only interested in baseball and farming. My mother was a stellar student who was always in gifted and talented programs and jumping ahead grades due to my grandfather’s teaching and strict role as parent and principal at her schools. The facts A Nation at Risk present are startling. That 23 million American adults were functionally illiterate and that thirteen percent of seventeen year olds were functionally illiterate (with the possibility that 40% of youth were functionally illiterate) stand outs in particular to me as a travesty and a danger to society. As a future English teacher and someone who loves reading and writing and believes in the power of literacy, functional illiteracy is a cog in the move towards greater equity.
Yes, the document is a wonderful cultural study in regards to the Cold War and the beginnings of modern globalization; however, the most important aspect of A Nation at Risk is that the nation responded to the risk. Albeit, the reauthorization of the Elementary and Secondary Education Act during the nineties and again in the dawn of the new millennium with No Child Left Behind chased America into a standards-based assessment performance craze, however, education policy and reform has demanded more and more of students and teachers. At times the demands and expectations have been unrealistic, but at least we have moved beyond the risk of mediocrity of bell-curve and below centered education.
Higher expectations are only the beginning of positive education policy reform. Creating a more equal society through high-quality, research-based, student-centered education will change the world and meet the demands of the future. Acknowledging A Nation at Risk, may just have been the most dramatic moment of education policy reform in the twentieth century because it acknowledged America’s goal for education and what the reality was. Most of all it aligned America to what its goal was.
Christina L Quach
Greg Toppo in his article, “'Nation at Risk': The best thing or the worst thing for education?”, wrote, “Twenty-five years ago this week, Americans awoke to a forceful little report that, depending on your point of view, either ruined public education or saved it.” This is where I would like to focus my reflection. Choosing whether it has either ruined or saved public education is a very difficult decision to make so I will argue that it has done neither. Without A Nation at Risk I think the United States would still have realized that the education system would need a change in order for students to create better lives for themselves that would also help further American ideals. I cannot say how much time was saved by the introduction of A Nation at Risk, but as a country that is constantly looking ahead, something would have been done.
Another important change Toppo discussed was No Child Left Behind. I think this has both saved and ruined public education depending on who you would talk to. There are schools, teachers, and students who are negatively affected by the reform, and on the other side of that there are some who are positively affected by it.
The awareness that A Nation at Risk brought to the country was very important to making changes, but we have a lot further to go. Individualized and customizing lessons to the students within a class could help achieve the goals that No Child Left Behind is trying to accomplish. It could create excellence in education and the hope needed for the future. In this case the United States cannot continue to focus only on the goal. There needs to be a focus on great educations rather than test scores.
Tyler Oren
The first time I read over the Nation at Risk peace I found it unnecessarily hostile. I was considerably relieved when after I read the follow-up that reaffirmed my feelings. The indicators for risk to me, represented several risks themselves. From the start of this section success in school was immediately equated to an outdated one size fits all standard for achievement. Several of the bulleted points cited sinking standardized test scores as an impetus for the report’s ostensible crusade against educators.
The entirety of the report’s vitriol was pointedly directed at teachers. Nowhere are funds, budget cuts, parental involvement, anything resembling the subjective included. The Report even cites the post Sputnik educational climate as standardized testing ideal, but does not recognize the staggering amount of dollars redirected to public education as a result. Now that those dollars have trickled away suddenly the educators are to blame.
The follow up report practically dismisses the earlier report for being too pointed and hostile, and jaded by a Cold War perspective, claiming that the law every educator loves to hate, No Child Left Behind was the ultimate result. Likely the only good that came from the report was that it put a stop to talks about privatizing schools in America, the only foreseeable outcome of that of course being even greater emphasis placed on high-stakes standardized testing.
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Jenn Chick
When reflecting back on many of the things stated in "Nation at Risk," I think most people would think that we are in a similar place. With the constant push of people telling teachers they aren't doing good enough, that scores are still too low and we don't compare well to other nations, things can seem pretty grim. What I appreciate about both of these articles, is that because people have been and continue to complain about what is happening in education, we are changing. There are always new programs being set in place, there are always new expectations of teachers and students. This is how we continue to grow. Regardless of whether or not some of the practices we use involve things that were tried decades before, we are constantly reflecting.
I also appreciated how these articles talk about the impact that one voice can have in changing education. This article "Nation at Risk" was something that helped prevent President Reagan from cutting funds to public education. Anyone who's been in a school recently can agree that federal funding makes our jobs easier, although there is constantly a need for more. I think regardless of what people see as negatives about "Nation at Risk," it's important to recognize that it did something, even if that was just peaking the nation's interest in the importance of education.
Mel Christensen
The original Nation at Risk report highlighted trends in declining performance in science in the years following the space race that have continued to today. Despite the improvements that have been made in the last 25 years, science education in the US is still shaky. More recently, there have been more initiatives to improve education in STEM and make US students more competitive in these fields compared to students in other nations. This harkens back to the Cold War mentality of “A Nation at Risk.” The biggest motivating factors today are economic development and competition between nations regarding who will be the next great technological innovator. The way we have continued to educate students in science has not adapted to foster innovative thinking. Much of science education is focused on the recall of details and processes that often do not hold a greater significance to students. If the US wants to improve the science scores of students in the nation it will require teachers to develop curriculums that make science more relevant and exciting to students and give them opportunities to play with the concepts. Students need the content to be supported by first hand experiences and develop understanding through inquiry rather than lecture. This kind of learning will enable our students to understand the content and have the practical skills to apply it, which is what is needed in STEM careers. What “Nation at Risk” and the 25 year follow-up show is that our inability to change our teaching methods and strategies significantly since the 60’s is resulting in declining scientific literacy.
Kaitlyn Bukauskas
"A Nation at Risk" was an article written to call attention to the school systems of the United States. The author feared that other countries were watching and exceeding the educational attainments that were available in America and feared this was more dangerous than watching other countries thrive financially or in materialistic (opportunities booming in the trade market) ways. The author believed the country needed to reform the educational system to restore quality educational opportunities to students. He believed a big part of the problem was that focus and money in the schools was being spent on solving personal, social, and political problems that were unable to be solved in the home or in the community. This brings up some mixed feelings as many educators would agree that the purpose of school is to help students become well-rounded individuals that are ready not only academically but prepared for life and challenges that arise both in and out of a classroom. The author called for public support to help education.The article "A Nation at Risk: 25 Years Later" debates whether "A Nation at Risk" had a positive or negative effect on American schools. The article caused a rise in our country that lead to several reforms and changes such as the No Child Left Behind Act. This article provides several quotes from educators who believe that the initial "A Nation at Risk" was worded too harshly and brought about hysterical responses that were not necessarily the best thing for our schools or students. Others believe the intense article was a form of wake up call that brought about higher standards and competent teachers.